A correlational study on teacher-student relationships and students’ engagement in EFL classes
DOI:
https://doi.org/10.69496/cjess.v1i2.31Keywords:
Correlation, English as a Foreign Language, General English (GE), Student engagement, Teacher-student relationshipAbstract
This study aims to investigate the levels of teacher-student relationships (TSR) and student engagement (SE) within an English as a Foreign Language (EFL) context among general English (GE) level students enrolled in an English course at a private language school in Indonesia. This study also seeks to examine the correlation between TSR and SE in EFL classes. In finding the correlation between TSR and SE in EFL classes, this study attempts to fill a gap in the existing literature by employing a quantitative method, specifically a survey-based approach, to systematically collect and analyze data from a diverse pool of participants. The choice of quantitative method is grounded in the need for standardized data collection and analysis to determine the degree of relationship between TSR and SE among GE-level students. By administering surveys to GE-level students, this study seeks to gain insights into their perceptions of TSR and its impact on their engagement in EFL classes. This study found that the TSR and the SE levels were high. Moreover, this study found a statistically significant positive correlation between TSR and SE. The findings of this research endeavor to provide valuable insights into how TSR can catalyze SE and subsequently enhance language proficiency among EFL learners in Indonesia, with implications for both theory and practice in EFL education.
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